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Design Principles for Heutagogical Learning: Implementing Student-determined Learning With Mobile and Social Media Tools
| Content Provider | Semantic Scholar |
|---|---|
| Author | Narayan, Vickel Herrington, Jan Cochrane, Thomas |
| Copyright Year | 2019 |
| Abstract | Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances. |
| Starting Page | 86 |
| Ending Page | 101 |
| Page Count | 16 |
| File Format | PDF HTM / HTML |
| DOI | 10.14742/ajet.3941 |
| Volume Number | 35 |
| Alternate Webpage(s) | https://researchrepository.murdoch.edu.au/id/eprint/49293/1/heutagogical%20learning.pdf |
| Alternate Webpage(s) | https://ajet.org.au/index.php/AJET/article/download/3941/1554 |
| Alternate Webpage(s) | https://doi.org/10.14742/ajet.3941 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
